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LIST OF FIGURES Figure Page 2.1 An Evaluating Model of Concept Mapping 58 3.1 Research Design of the Teaching Intervention 71 3.2 Survey Developmental Processes 79 3.3 Three Cases Analysis and the Cross Case Study 90 4.1 Photosynthesis Concept Map 109 5.1 Mrs. Engka’s Classroom Setting in the Border School 131 5.2 Mr. Vyn’s Classroom Setting in the Market School 162 5.3 Mr. Vyn’s Lecture about Photosynthesis in Classroom 170 5.4 Mr.Vyn’s Lecture about Nature of Science in Classroom 176 5.5 Mrs. Amp’s Classroom Setting in the Babysat School 192 6.1 Research Framework Used to Develop the Teaching Intervention 220 x
CHAPTER I INTRODUCTION This chapter begins by describing the significance of the study including the background to the research study, the educational value of photosynthesis, biology education in Thailand, and the rationale for developing a new photosynthesis teaching intervention. It also presents research objectives and questions, anticipated outcomes, delimitation of study, and operational definitions of terms. 1. Background to the Research Study Significance of the Research Study A big change in my life brought me to an interest in the study of photosynthesis teaching and learning, especially in regard to Thai culture and society. In 1999, I became a senior high school biology teacher in a small rural school after having spent almost all of my education life in the metropolis of Bangkok. The rural students there studied biology as a compulsory subject in the study of science. They had no plans for higher education and did not understand why they should learn biology. However, I was not concerned with the students’ future plans, but concentrated on developing their conceptual understanding of biological concepts, aiming towards their taking university entrance examinations. Many teaching strategies such as cooperative learning and preparing a science project were used, but most of the students still did not understand biology concepts, and often were not happy during biology classroom study. These situations stuck on my mind and I puzzled about a possible solution to the problem. Perhaps a better way of teaching biology would not only focus on development of students’ conceptions, but also encourage them to appreciate learning biology as it related to their own culture and society.
Page 2: THESIS CASE STUDIES OF TEACHING AND
Page 5 and 6: TABLE OF CONTENTS Page LIST OF TABL
Page 7 and 8: TABLE OF CONTENTS (CONTINUED) iii P
Page 9 and 10: TABLE OF CONTENTS (CONTINUED) v Pag
Page 11 and 12: LIST OF TABLES Table Page 2.1 Struc
Page 13: LIST OF TABLES (CONTINUED) Table Pa
Page 17 and 18: led to improvement in the promotion
Page 19 and 20: water worked as food transported wi
Page 21 and 22: suggested peer collaboration for hi
Page 23 and 24: chloroplasts and pigments, the ligh
Page 25 and 26: would like to develop a new teachin
Page 27 and 28: concepts, such as absorption of lig
Page 29 and 30: conceptions, the scope of biology e
Page 31 and 32: 3, and 8. In Grades 11-12, the scie
Page 33 and 34: Table 2.3 Basic Science Content Sta
Page 35 and 36: Table 2.3 (Cont’d) Contents Conte
Page 37 and 38: light energy and chlorophyll 2 H O
Page 39 and 40: 2. Photosynthesis Itself Plants, al
Page 41 and 42: of chlorophyll. The students believ
Page 43 and 44: Up to this point, those previous st
Page 45 and 46: partly because of the biology educa
Page 47 and 48: (Matthews, 1997: 6). Philosophicall
Page 49 and 50: understanding capability of environ
Page 51 and 52: 4. Social Constructivism The Russia
Page 53 and 54: 5. Constructivist-Based Teaching ab
Page 55 and 56: peers, while the control group work
Page 57 and 58: generation to the next” (Cobb and
Page 59 and 60: 2.1) Thai Living Styles Thailand is
Page 61 and 62: focuses prepare them to take the Na
Page 63 and 64: culture. First, Thai existing views
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Third, the nature of science is the
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democratic view, that the understan
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4. Summary: Integrating the Nature
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elationship between one concept and
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Brown (2003) used a combination of
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Focusing on thinking and encouragin
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Which aspect of the nature of scien
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teaching photosynthesis needs impro
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− encouraging students to partici
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The attempt to understand and inter
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Figure 3.1 Research Design of the T
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was considered to differentiate the
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2.1) Teacher Preparation for Implem
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3. Evaluating Impacts of Photosynth
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Figure 3.2 Survey Developmental Pro
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1.2) Advanced Photosynthesis Survey
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1. accessibility - is enabling the
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implementation of the teaching inte
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Table 3.4 Data Collection Program S
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students. The learning culture in t
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1. Surveys: Content Analysis Conten
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They were confirmed by the teachers
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CHAPTER IV THE PHOTOSYNTHESIS TEACH
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structures and functions of chlorop
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Therefore, this study focused on us
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from constructivism to socio0cultur
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Sub-stand 1: Living Things and Livi
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stroma. 5.3) Lists of Concept Propo
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c) Light independent (dark) phase
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Figure 4.1 Photosynthesis Concept M
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Lesson 1 ‘Plant food’, aimed to
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Lesson 5 ‘Light independent (dark
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Table 4.1 Photosynthesis Lesson Pla
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Table 4.1 Cont’d Lesson 3. Struct
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Table 4.1 Cont’d Lesson 5. Light
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Table 4.1 Cont’d Lesson 6. Studen
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After the researcher finished devel
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per a week, namely two 60-min perio
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always asked what she really did no
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schooling studying, she studied Phy
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B = blackboard C = instrument cupbo
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Forty nine percentages had partial
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for photosynthesis. Only seven perc
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Table 5.3 Correcting the Introducto
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Mrs. Engka: Right (confirmed). You
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structures might be a metaphor of u
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Table 5.4 Advanced Photosynthesis C
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In her planning for the nature of s
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participating in role play discussi
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5.4) Principle IV: Enabling Student
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inside and outside teaching period.
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Activities 5.6) Principle VI: Encou
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6. Summary of the Border School In
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2. Background Information about Mr.
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Table 5.7 Mr. Vyn’s Students Sele
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Mr. Vyn had his own style of teachi
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5. Mr. Vyn’s Implementation of th
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Mr. Vyn: …No. 4…mineral is plan
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The misconception that CO2, mineral
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Although the students incompletely
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model of chloroplast structure base
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undle-sheath cells. Both cells cont
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Table 5.9 Advanced Photosynthesis C
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However, there was no discussion ab
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change in term of application of ol
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5.4) Principle IV: Enabling Student
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discussion. “The teacher always d
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photosynthesis e.g. dark phase. Als
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2. Background Information about Mrs
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Table 5.12 Mrs. Amp’s Students Se
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laboratory activities and concept m
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misconceptions about plant food, pa
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The misconceptions about plant and
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Table 5.13 Correcting the Introduct
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percentages misunderstood that the
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Table 5.14 Advanced Photosynthesis
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One conception about science demand
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Table 5.15 The Nature of Science of
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Not only relating photosynthesis kn
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the book and summarized the concept
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Cross Case Studies: Implementation
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In case of the teachers e.g. Mrs. A
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students’ own views about plants
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CHAPTER VI SUMMARY, DISCUSSION AND
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5. The students’ understanding of
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learning participation rarely appea
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the students to understand the rela
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the science project for environment
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ecause old knowledge was reinterpre
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Table 6.2 Learning Activities Sugge
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understandings about the light inde
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Therefore, this research suggested
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Amir, R. and P. Tamir. 1995. Propos
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Bell, B. 1998. Teacher development
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Campbell, N. and J. Reece. 2002. Bi
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Duit, R. and D. Treagust. 2003. Lea
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Govindjee, J., T. Beatty, and H. Ge
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Institute for the Promotion of Teac
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Lin, H. and C. Chen. 2002. Promotin
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Merriam, S. 1988. Case Study Resear
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Patton, M. 1990. Qualitative Evalua
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Smith, M. and L. Scharmann. 1999. D
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Von Glasersfeld, E. 1995. Radical C
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APPENDIX A: INTRODUCTORY PHOTOSYNTH
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1. Tick any of these items which ca
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6.5) Plants need carbohydrate for t
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APPENDIX B: ADVANCED PHOTOSYNTHESIS
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5. Tick any item (s) which you thin
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12. Here is a statement about plant
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